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初一仁愛英語上冊課件，仁愛英語七年級上冊課件

英語
2023-05-04

目錄
仁愛版七年級上冊英語電子課本
七年級英語上冊仁愛版課文跟讀
仁愛版九年級上冊英語課本
仁愛英語八年級上冊電子課本
仁愛八年級英語課件ppt

仁愛版七年級上冊英語電子課本

導語：學習并掌握用英語表達問候，自我介紹及認識他人的交際用語。以下是我為大家整理分享的七年級仁愛上冊英語課件，歡迎閱讀參考。

七年級仁愛上冊英語課件

Unit 1 Topic 1

一、知識目標

【重要短語】

Welcome to …歡迎到…來

Have a nice day！祝您一天愉快

Excuse me！對不起，打擾了！

See you later！ = See you soon！等會兒見！

See you tomorrow明天見！

Good—bye！ == Bye—bye！ = Bye！再見！

Stand up、起立

Sit down、坐下

【重點句型】

1、Nice to meet / see you、 = Glad to meet / see you、很高興見到你。

2、What’s your name？你叫什么名字？（常用于或者對小孩子說話）

My name is Maria、 = I am Maria、我叫Maria。

3、 How do you do？ How do you do？你好！你好！（初次見面時打招呼使用）

4、 How are you？你身體好嗎？

I’m fine / OK / well、 Thanks、我很好，謝謝！（可以縮略為：Fine， thank you、）

Not bad， thanks、不錯，謝謝！

5、 This is Mary、 This is Tom、這是Mary、這是Tom、（用于第三者介紹他人時）

【重點語法】

一般現在時be用法：主語是第三人稱單數，be用―is‖；主語不是第三人稱單巧鍵兄數，be用―are‖ （I除外、用―am‖）、

二、要點講評

1、Excuse me！對不起，打擾了！（用在事情發生之前）

Sorry！對不起（用在事情發生之后）

2、 Good morning 早晨好！

一般用于熟人、朋友或家人之間，比Hello和Hi要正式一些。Good morning、亮首后可以帶稱呼語（如某人、某先生、某女士等）。對方應答是Good morning或Morning。其中morning指早上或上午（中午12點之前）。如果了12點鐘則用Good afternoon。大約在下午5點種之后，晚上9點種之前使用Good evening。約在9點種之后要說Good night。例如：

A： Good morning， class！同學們，你們好！

B： Good morning， teacher！老師，早上好！

A： Morning， Mum！早上好，媽媽！

B： Morning， Kate！早上好，凱特！

3、 How do you do？

初次見面相互問候，回答How do you do？、

4、Hello！

在口語中應用較廣泛，多用于熟人、朋友、同學之間的相互問好，相當于漢語的 ―你好‖。這是一種非正式的、比較隨便的問候語，使用時不受時間限制；此外打電話或

路遇熟人也可用。意為―喂；你好‖； Hello 在問候時表示―你好‖在打招呼或打電話時表示―喂‖。

例如： A： Hello / Hi， Han Mei！你好，韓梅。

B： Hello / Hi， Jim！你好，吉姆。

5、 Hi

在現代英語中可以用來代替Hello。Hi比Hello 用的更多，顯的更隨和。

例如：①Hello/Hi， Kate、你好，凱特。

②Hello/Hi， Jim、你好，吉姆。

Hi 可用于表示問候、打招呼后引起對方注意，既可用于熟人、朋友之間，也可用陌生人之間，既可單孝襲獨使用，也可以加稱呼語。

6、 How are you？你好嗎？

這是一個問候身體情況的句型，常用Fine， thank you、―很好，謝謝。‖來回答。如果第二人接著再問第一個人的身體狀況，可以說Fine， thank you、 And you ？ ―很好，謝謝。你怎么樣？‖。第一個人可以回答―I’m fine， too、‖ Fine是I’m fine、的簡答形式。

例如：—How are you， Mr、 Wang ？你（的身體）好嗎？，王先生？

—Fine， thank you、 And you ？很好，謝謝。你也好嗎？

—I’m fine， too、我也很好。

三、典型例解

（）1、 —Welcome to Beijing！

—____

A、 Welcome to Beijing， too、 B、 Thank you、 C、 Fine， thank you、

分析：B 對Welcome to、、、的回答常用Thank、、、結構。

（）2、 Mom， this is my teacher， Miss Lin、 Miss Lin， ____

A、 thank you、 B、 how are you？ C、 this is my mom、

分析：C本題根據上下文語境考查―介紹……‖的常用語，一般為This is 、、、。

（）3、 —____

—Fine， thank you、

A、 How do you do？ B、 How are you？ C、 Are you Mr、 Wang？

分析：B How are you？是英美等西方國家人們見面時的常用問候語，它只是一句客套話，

意為―你好嗎？‖，并非真的要問別人的身體健康如何。常用于熟人之間，應答語為Fine， thank you、 And you？

（）4、 —____ you Mingming？

—Yes， I ____、

A、 Are; are B、 Am; am C、 Are; am

分析：C 本題通過語境考查be動詞的用法。在需要be動詞的情況下，第一人稱單數（I）

和第二人稱（you）分別用am， are。

仁愛版英語七年級學案

Unit 1 Topic 2

一、知識目標

【重要短語】

be from = come from 來自

in English 用英語

telephone number 電話號【重點句型】

Where are you from？ = Where do you come from？

I’m from China、 = I come from China、

Are you from China？ = Do you come from China？

Am I in New York？ Yes， you are、 No， you aren’t、

Are you from the USA？ Yes， I am、 No， I am not、 / Yes， we are、 No， we aren’t、

Is she Maria？ Yes， she is、

Is he Tom？ No， he isn’t、

Is it my book？ Yes， it is、 No， it isn’t、

Are they from England？ Yes， they are、 No， they aren’t、

Where are you from？ I’m from China、 I’m Chinese、

Where is she / he from？ She / He is from Japan、

Where are they from？ They’re from France、

Where is Beijing？ It’s in China、

Who is he / she？ He is Michael、/ She is Jane、

Who are they / you？ They are my teachers、 / We are Maria and Jane、 / I am Diana、

【重要語法】

1、肯定句

⑴基本語序：主語——謂語（be+表語）…

⑵主謂一致：主語是第三人稱單數，be用―is‖；主語不是第三人稱單數，be用―are‖

（I除外、用―am‖）、

2、一般疑問句

一般來說，把肯定句中的―be‖提到句首，句末加―？‖。

例如： Is she Maria？ Yes， she is、

Is he Tom？ No， he isn’t、

⒊ 特殊問句

特殊問句=特殊疑問詞+一般問句語序？

例如： Where is Beijing？ It’s in China、

Who is he / she？ He is Michael、/ She is Jane、

二、要點講評

1、 in English

是一個介詞短語，意思是―用英語‖，其中介詞in指―用某種語言‖。如：in Chinese 用漢語。―in +語言‖表示―用……語言‖的意思。

例如：Can you sing this song in English？你能用英語唱這首歌嗎？

2、 Spell it， please、

Spell it，please、是Can you…， please？句型的省略形式。當詢問對方能否干什么或對方會不會干什么時，用這一句型。這是一個一般疑問句，用升調，表示請求。意思是―請你……可以嗎？‖Can you spell…，please？請你把……拼讀一下可以嗎？若作肯定回答時則先用Yes， I can、若作否定回答，則通常用No， I can’t、或I’m sorry， I can’t、意思是―對不起，我不會。‖ 例如： —Can you spell your name， please？你能拼寫你的名字嗎？

—Yes， I can、 J—I—M， Jim、是的，我能。吉姆。

—Can you spell ―English‖， please？你能拼寫出―English‖這個單詞嗎？

—No， I can’t、（I’m sorry， I can’t、）不，我不能。

3、 please

please一詞可以用在祈使句中也可以用在疑問句中，它可以放在句首也可以放在句末，而用在疑問句中則只能放在句末，前面加逗號，please在特殊疑問句中的意思相當于中文的―請問……？‖這樣顯得更有禮貌，更為客氣。在一般疑問句中，please實際上起一個語氣詞的作用，表示有禮貌，客氣地提出請求或詢問。

例如：What's this， please？請問這是什么？

Can you spell your name， please？你能拼寫一下你的名字嗎？

三、典型例解

（）1、 —Where ____ they from？

—They’re from China、

A、 is B、 am C、 are

分析：C 本題考查am， is， are與人稱代詞的搭配，可由一句口訣―我是am，你是are， is跟著他她它‖來記憶，they是―他們‖的意思，是第三人稱復數后面接are，故選C。

（）2、 —____ your name？

—My name is Kate、

A、 What’s B、 What C、 Where

分析：A 由答語My name is Kate、可知是在問名字，故可排除C，同時該問句中應該有be動詞，故選A。

（）3、 —Is she Maria？

—No， she ____、

A、 is B、 isn’t C、 aren’t

分析：B 本題考查一般疑問句的否定回答， be動詞+主語……？是一般疑問句的句式，它的回答要用Yes后加肯定或No后加否定。因為有No，先排除A，由she可知選B。

（）4、 —____， are you Mr、 Wang？

—Yes， I am、

A、 Fine B、 Please C、 Excuse me

分析：C Fine表示身體健康的；美好的；天氣晴朗以及表示滿意等；Please用于客氣的請求或吩咐以及表示客氣的接受和加強陳述的語氣等；Excuse me意為―請問，打擾了、對不起‖等，常用于引起別人注意、問路、請求讓路或打聽消息等，由語境可知選C。

（）5、 —Are they from Canada？

—No， they ____、

A、 are B、 aren’t C、 isn’t

分析：B本題考查一般疑問句的否定回答，由they可知選B。

（）6、 —What’s ____ telephone number？

—It’s 8265—3412、

A、 you B、 your C、 my

分析：B you表示―你，你們‖作主語；your 表示―你的/你們的‖作形容詞性物主代詞，此句是問你的電話號碼是多少，故選B。

（）7、 —____ are they？

—They are XiaoLi and Jane、

A、 Who B、 What C、 Where

分析：A 本題考查疑問代詞的用法。what 表示―什么，怎么樣‖; where 表示―在哪里，往哪里‖；而who 表示―誰‖。由答語他們是Maria和Jane可知選A。

（）8、 Mary ____ from Cuba、

A、 is B、 am C、 are

分析：、 A 本題考查am， is， are的用法。Mary為第三人稱單數，故選A。

（）9、 ―One one zero‖ 表示 ____。

A、火警 B、匪警 C、急救中心

分析：B 火警119，匪警110，急救中心120。one one zero翻譯成110，故選B。

（）10、 —Is he Li Ping？

—Yes， ____、

A、 I’m B、 he’s C、 he is

分析：C 一般疑問句的簡單肯定回答中沒有縮略式，故選C。

Unit 1 Topic3

一、知識目標

【重要短語】

How old

What class

in Class Four

English name

in the same school

look atin Grade Eight

【重點句型】

1、 What’s your My phone number is …

2、 How old are you？

I’m …

3、 What’s your

My English name is Tom、

4、 Who’s ？ That’s Nancy、

5、 W hI’m in Class Four。

6、What grade is she in？ She is in Grade Eight。

7、 What’s this ’s

七年級英語上冊仁愛版課文跟讀

Unit1Myname’sGina.

SectionA

一、教師寄語:

Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。

二、學習目標：

櫻肆Knowledgeaims（知識目標）

Keywords：mynamenicemeetyouwhat’shisher

Keyphrases:myname,firstname,lastname,answerthequestion.

Keysentences:What’syourname?

What’shisname?

What’shername?及回答。

Abilityaims（能力目標）

1．掌握簡單的問候語，并能自我介紹，初步培養用英語進行交際的能力。

2．掌握聽的技能，在聽的過程中準確獲取數字信息。

Moralaims（情感目標）

禮貌待人，培養良好的人際關系。

三、教學重難點

介紹自己，問候他人。

四、學習過程

1、預習導學及自測

英漢互譯

1.name_________2.好的，令人愉快的______________

3.too___________4.遇見______5.your____________

6.his_________7.她的名字______

2、自主學習

①．onenum.1,一：Oneandtwomakesthree.一加二等于三。

adj.①一個：Ihaveonebook.我有一本書。②有一（天）：Onedayhewillunderstandyou.有一天他會理解你的。

②meet/mi:t/v.遇到，碰到

【記憶法】－ee－雙寫，與meat為同音詞。

【考點】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次見面時的客套話，不是初次見面時則用see。

【引申】meet也可用作名詞，譯為：會，集會：sportsmeet運動會。

③“What’syourname?”“MynameisGina.”“你叫什么名字？”“我叫吉娜。”

兩人初次見面互相詢問姓名時可用這個句型。如想反問時可說：Andyou?或者Andwhat’syourname?如：

A：Hello.What’syourname？

B：MynameisAnnRead.Andyou?/蘆逗Andwhat’syourname?

A：I’mHanMei.

④Hello!你好！

Hello一般可作為熟人、朋友、青年人之間的招呼用語，語氣較隨便，譯為“您好”；此外打電話或遇熟人時也可用。譯為“喂”。在表示問候或喚起注意時，有時可用Hi來代替Hello，顯得更為隨便。如：

A：Hello/Hi，Jane！你好，簡！

B：Hello/Hi，Jim！你好，吉姆！

3、合作探究

①動詞be的現脊嘩轎在時態

動詞be就是我們所學過的am,is,are的動詞原形。如何使用這三種形式主要取決于主語。當主語是第一人稱I（我）時，用am,縮寫為I’m；主語是第二人稱you（你）或復數時，用are,縮寫為you’re，主語是第三人稱it/she/he（它/她/他）或名詞及代詞的單數時，用is,縮寫為it’s/she’s/he’s。如：

Iam(I’m)LiuYing.我是劉英。

Youare(You’re)LinTao.你是林濤。

Itis(It’s)3344278

下面介紹一則口訣，幫你熟記“動詞be的構成”：

我(I)用am,你(you)用are，is連著他(he)，她(she)，它(it)。

單數名詞用is，復數名詞全用are。

變否定，更容易，be后not加上去。

變疑問，往前提，句末問號莫丟棄。

②hello與hi

(1)hello與hi可以互換，都表示“喂，你好”。但hi比hello用得更多，顯得更隨和親近，它尤被美國年輕人所使用。但打電話時常用hello而少用hi。熟人、朋友見面時，彼此問候僅僅說聲Hi！就可以了。用hello時，不能“Hello,hello,hello”這樣反復使用。

（2）要注意hello/hi一般不用于與師長、上級、年長者以及有體面的人打招呼，以免顯得對長輩不夠尊重。

③Do1CPracticetheconversation。

4、拓展創新

Step1

在英語中如何拼寫中國人的姓名，聯合國教科文組織已做規定“一律按漢語拼音的寫法。姓和名分開，姓在前，名在后”。現舉例說明：

（1）如果是單姓，名又是單字，則姓與名的第一個字母要大寫，其余字母用小寫。如：LiLei李雷。

（2）如果是單姓，名是雙字，則姓的第一個字母大寫，名的第一個字母大寫，名的雙字合在一起算一個詞，不得分開。如：HanMeimei韓梅梅。

（3）如果是復姓，則把復姓字母連在一起，只是第一個字母大寫，名字的拼寫方法同上。如：SimaZhao司馬昭，OuyangYunsong歐陽云松。

中英姓名比較──中文姓名是姓在前，名在后；英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能說成MrJim.

（4）如果名字里有可能造成音的混淆的拼寫時，要用連字號“－”或隔音號“’”隔開。如：

YangXi-an(Xi’an)楊西安，如寫成YangXian就成了楊仙。

Step23a、3b、4

5、梳理歸納

一、Greetings(打招呼)

1．常見的表達方式

(1)Goodmorning!/Goodafternoon!/Goodevening!分別用于上午、下午、晚上見面問好。

(2)Hello!/Hi!用于朋友或熟悉的人之間相互打招呼。

(3)Nicetomeet/seeyou.該句答語常用Nicetomeet/seeyou,too.

2.文化背景及注意事項

(1)英語口語中多用省略句，如Goodmorning!也可以直接說Morning!

(2)相互熟悉的人見面打招呼用Howareyou?，初次見面一般用Howdoyoudo？

(3)和外國人打招呼時，不要用中國式的問候語，如：你吃飯了嗎？你上哪兒去？

(4)Howareyou?原用于詢問對方身體狀況，現在逐漸失去原來的涵義，成為日常生活中的寒暄用語。

二、Self-introduction(自我介紹)

1．常見表達方式

(1)Iam…我是……

(2)Mynameis…我的名字是……

(3)如果詢問對方名字，可以問：What’syourname?/MayIhaveyourname?

2．文化背景及注意事項

(1)如果見了長輩或年齡比自己大的人，用Mr.,Miss,Mrs.等稱謂詞＋familyname(姓氏)。

(2)相互熟悉的同齡人之間可以直呼其名。

6、達標測試

Ⅰ.用所給詞的適當形式補充完整

Bobby是個粗心的孩子，他寫完作業不小心將墨水瓶打翻了。有的地方被墨水弄臟了，看不清了。

1.What's____________name?(you)

2.His____________Boris.(name)

3.Niceto____________you.(meet)

4.____________nameisGina.(I)

5.____________this?It'sabook.(what)

Ⅱ.單項選擇

1.What'syourname?____________nameisJenny.

A.IB.I'mC.My

2.I'mHardy.____________tomeetyou.

A.LikeB.HappyC.Nice

3.Isthisyourbrother?What's____________name?

A.herB.hisC.your

4.MaryKingis____________newteacher.

A.IB.sheC.her

5.Hi!Thisis____________newteacher;____________nameisYangyan.

A.your;myB.his;yourC.your;her

五、典型例題解析

【例1】—yourname,please？—Mynameis.

A.What’s,JimGreenB.Who’s,JimGreen

C.What’s,GreenJimD.Who’s,GreenJim

精析What’syourname,please?詢問對方的姓名，回答時用Mynameis…英語國家人的姓名結構順序為：名＋姓，故選A。答案A

【例2】—Hello!—!

A.YesB.HelloC.GoodD.Goodmorning

精析Hello!與Goodmorning!都是問候語，它們的答語就是其本身，故選B。如：

—Goodmorning,Joan.瓊，早上好!

—Goodmorning,WenBo.聞博，早上好!

答案B

【例3】Youateacher.Iastudent.Mysisterastudent,too.

A.am;is;areB.is;are;amC.are;am;isD.are;is;is

精析動詞be在一般現在時中根據不同的人稱有不同的形式，在本題中，You與are連用，I與am連用，Mysister為第三人稱單數，應與is連用。答案C

【例4】情景交際(根據情景，用所給的選項填空。)

(1)Mike：Hi,LiLei：I’mLiLei.

Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.

A：What’syourname?B：I’mMike.

(2)MissKing：That’sanicedress.Ann：.

A：ThankyouB.No,itisn’t

精析(1)某種情況把邁克和李磊聚到一起，他們意識到雙方必須相互了解，相互做自我介紹。因此氣氛比較隨便，自報姓名往往是為了打聽對方姓名的一種策略。對別人自報姓名所做出的回答一般是自報自己的姓名。

(2)在西方國家，當有人贊美你時，要說謝謝，而不像中國人習慣在別人贊美你時要表示謙虛。

答案(1)B(2)A

【例5】用動詞be的適當形式填空。

(1)IinRow6.

(2)Whatyourname?

(3)youten?

精析本題考查的是系動詞be的用法。系動詞be(是)，隨著主語的人稱和數的不同，又分為am,is,are三種不同的形式。Am用于第一人稱單數；is用于第三人稱單數；are用于第二人稱單、復數和第一、三人稱復數形式。如：Iam…;Itis…;Youare…。下面這則口訣可幫助記憶：我(I)用am，你(You)用are，is跟著他、她、它，一切復數都用are。答案(1)am(2)is(3)Are

六、中考鏈接

1.SheisastudentandnameisKate.

A.sheB.herC.hersD.his

2.ThisisMissGao.Sheyournewteacher.

A.beB.amC.isD.are

七、課后反思：

我的收獲：____________________________________________

_______________________________________________________

我的不足：________________________________________________

我努力的方向是____________________________________________

仁愛版九年級上冊英語課本

仁愛版英語七年級上冊全套教案[整理]，內容很多，這里無法全部復制，你到我們譽顫寬網站去Unit 1Making New FriendsTopic 1Welcome to China!Section A Teaching times :2The main activities are 1a, 2a and 3a.Ⅰ.Teaching aims and demands 1.(1)Learn the letters Aa-Gg.(2)Learn some useful words and expressions:good, morning, welcome, to, China, thank, you, hello, I, am, I’m, are, yes, no, not, nice, meet, too2. Talk about greetings and introductions:(1)—Good morning.—Good morning.(2)—Hi/Hello!—Hi/Hello!(3)—I’m … Are you …?—Yes, I am./No, I’m not. I’m …(4)—Nice to meet you.—Nice to meet you, too.(5)—Welcome to China!—Thanks./Thank you.Ⅱ. Teaching aids 錄音機/字母卡片/小黑板Ⅲ. Teaching Plan Step 1Introduction This lesson is the very beginning, teachers, all students should note the following two points: 1. The importance of learning English. 2. The right way to learn English. Objective: To stimulate students interest in learning English to improve learning efficiency.Step 2Presentation 1.T:Hi! S-洞罩1:Hi! —Hello!—Hi!(非正式)—慶亮Hello!—Hi!T: Please look at the picture and see how they are greeting. Then you can use your name to greet each other.S3: Hi, Zhang Hua!S4: Hi, Chen Jun!S3: Hello, Zhou Jie!S5: Hello, Zhang Hua!(3) T: Good morning! Ss:Good morning! S5:Hi! S6.S6:Hi! S5. S7:Hello! S8. S8:Hello! S7. S9:Good morning! S10.2. T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.Step 3Consolidation 1. T: Listen to the tape and repeat, pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape.2. T: Practice a dialog according to 1a and 3a in pairs, then act it out.S1:Good morning!S2:Good morning!S1:I’m … Are you …?S2:Yes, I am.S1:Nice to meet you.S2:-Nice to meet you, too.S1:Welcome to China!S2:Thanks./Thank you.Step 4Practice 1.T: Listen to me and read the letters after me. Learn Aa-Gg by heart. T: Now let’s learn how to write the letters.2. T: Now let’s listen and circle the letters you hear.Aa Bb Cc Dd Ee Ff Gg4.T: Copy the letters on the signs beside the letters on the line.Aa Bb Cc Dd Ee Ff GgStep 5Project 1. T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc.T: Group work. A group of seven students act as Aa-Gg, greeting each other.Example:SA: Hello!SB: Hello!SA: Are you Cc?SB: No, I’m not. I’m Bb.SA: Nice to meet you.SB: Nice to meet you, too.板書設計：Welcome to China!Section A1.— Hi! 5.— Are you Maria?— Hi!— No, I’m not. I’m Jane.2.— Hello! 6.— Nice to meet you.— Hello!— Nice to meet you, too.3.— Good morning!7.— Welcome to China.— Good morning! — Thanks./Thank you.4.— I’m Kangkang. Are you Michael?— Yes, I am.

Section BTeaching times:1The main activities are 1a, 2a and 3a. Ⅰ. Teaching aims and demands 1. (1) Learn the letters Hh-Nn.(2) Learn some useful words and expressions:this, is, Mr.=mister, see, my, mom, teacher, how, do2. Talk about greetings and introductions:①Miss Wang, this is Michael. Micheal, this is Miss Wang.②—Nice to see you.—Nice to see you, too.③—How do you do?—How do you do?Ⅱ. Teaching aids 字母卡片/錄音機/多媒體課件/照片Ⅲ. Teaching Plan Step 1Review 1. T: Hi/Hello/Good morning!Ss: Hi/Hello/Good morning!2. T: Good morning, S1.S1:Good morning.T: I’m Miss Wang. You can call me Miss Wang.3.T: This is 姓名/This is Mr. …/This is Miss …

(讓學生三人一組做類似的操練。)Step 2Presentation 1. 導入Nice to see you.和How do you do?問候語。①Michael和Miss Wang是初次見面，用Nice to meet you.②如果較熟悉的兩個人相互問候，引導學生用Nice to see you.S1: Nice to see you.S2: Nice to see you, too.③如果較正式的場合相互問候，引導學生用How do you do?S1: How do you do?S2: How do you do?2. T: Let’s listen to 1a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.Step 3Consolidation 1. T: Now use your own names to practice 1a. Finish 1b.2. T: Look at the screen and learn the conversation.—Nice to see you.—Nice to see you, too.Mr. Lee, this is my mom. Mom, this is my teacher.—How do you do?—How do you do?3. T: Listen to the tape and repeat. Then I’ll ask the students to role-play the dialog.4. T: Please complete the conversation in 3b. Then act it out.5. T: Read the sentences in 4 and match them.6. T: Practice some dialogs according to 1a and 3a in pairs.Step 4Practice1. T: Now, let’s play a game together. “Which one is missing?”2. T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves. T: Please look at the blackboard, let’s learn how to write these letters.T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the letters first is the winner.3. T: Please rewrite the words using small or big letters in 2c.4. T: Listen and circle the letters you hear in 2b.Step 5Project 1. T: Please introduce your best friend to us group by group with the sentences below.Example:T: S1, S2, S3, your group please. Suppose S2 and S3 are S1’s friends. But they don’t know each other. So S1 introduces S2 to S3, OK?S1: Hi, S3, this is my friend S2. S2, this is my friend, S3.S3: Nice to meet you./ How do you do?S2: Nice to meet you, too./ How do you do?板書設計:Welcome to China!Section B1. This is Mr. … 3. Mom, this is my teacher, Mr. Lee.This is Miss … 4. —How do you do?2. —Nice to see you. —How do you do?—Nice to see you, too. Section CTeaching times:1The main activities are 1a and 2a. Ⅰ. Teaching aims and demands1.(1) Learn the letters Oo-Zz.(2) Learn some useful words and expressions:fine, goodbye, bye, afternoon, and, OK2.Talk about greetings and farewells: (1)—Good afternoon, Miss Wang!—Good afternoon, Mr. Lee!(2)—How are you?—I’m fine. Thank you. / Fine, thanks. And you?—I’m OK.(3)—Goodbye, Mr. Chen.—Bye.(4)—See you later, Mr. Lee.—See you.Ⅱ. Teaching aids 字母卡片/圖片/錄音機/字母表掛圖Ⅲ. Teaching Plan Step 1Review 1. T: Let’s review the letters from Aa to Nn with some letter cards.2. T: Let’s play a guessing game. First I’ll ask one student to act letters. Then let the others guess what letter it is.3. T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?4.T:Good morning, S1.S1: Good morning, Mr./Miss××.T:Nice to meet you.S1: Nice to meet you, too.T: S1, this is S2. S2, this is S1.Step 2Presentation 1. T: Look at the pictures carefully, who are they? Where are they? What do they say? Now listen to the tape.2. T: Good morning, Mr. Chen!S: Good morning, Xiao Zeng!T: How are you?S: I’m fine. Thank you.T: Goodbye, Mr. Chen.S: Bye.3. T:It’s 2:00 p.m. now. Good afternoon, class!Ss:Good afternoon, Miss Wang!Good afternoon!4. Boys: Good afternoon, Miss Wang.Girls: Good afternoon, Mr. Lee.Step 3Consolidation 1.T: Listen to 1a and repeat, pay attention to the pronunciation and intonation.2.T: Now, please read the dialogs in 1a in pairs.3. T: Well, look at the pictures, imitate the dialogs.4. T: Practice the conversation in 1a using your own names.Step 4Practice 1. T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together. 2.T: Now please listen and circle the letters in 2b.5. T: Please make some letters with your matches after the models in 3 and then read them out.Step 5Project 1. (播放錄音4，學唱ABC歌。)6. Homework:(1)練習字母Aa-Zz的寫法，每個寫5遍。(2)觀察Aa-Zz小寫字母的寫法，把具有相同特征的進行歸類：如：寫在第二格的有：寫在第一、二格的有：寫在第二、三格的有：板書設計：Welcome to China!Section C1.—How are you!3.—See you later. —I’m fine, thank you./Fine, thanks. And you? —See you.—I’m OK.2.—Goodbye. 4.—Good afternoon! —Bye. —Good afternoon!5. A, E, I, O, U

Section DTeaching times:1The main activities are 1 and 5. Ⅰ. Teaching aims and demands 1. (1)Review greetings:①Hi!/Hello!②Good morning/afternoon! / Good morning/afternoon!③How are you? / I’m fine, thank you./Fine, thanks. And you?④How do you do? / How do you do?⑤Nice to meet/see you. / Nice to meet/see you, too.⑥Welcome to China!/Thanks./Thank you.(2)Review introductions:①—I’m … Are you …?—Yes, I am. / No, I’m not. I’m …②This is …(3)Review farewells:①—See you later.—See you.②—Goodbye.—Bye.2. Review the letters Aa-Zz.Ⅱ. Teaching aids 錄音機/字母卡片/小黑板Ⅲ. Teaching Plan Step 1Review 1.T: Let’s review greetings and farewells.(1)T:Hi! Class.Ss: Hello! Mr. …/Miss …T:Nice to meet/see you. Ss: Nice to meet/see you, too.T:How do you do?Ss:How do you do?

仁愛英語八年級上冊電子課本

七年級的英語并不是很難，但是要從基開始學習。我為大家整理的仁愛版七年級上冊英語課件，希望大家喜歡。

仁愛版七年級上冊英語課件1

一、教材分析：

這一話題進一步談論人的相貌特征，從談論頭發、眼睛的色彩，到服裝的色彩進而談到各種色彩。而本Section主要讓學生了解并掌握12種不迅襪同的顏色，會用What color is…? / What color are …? 這一句型和同伴進行交談，能談論頭發、眼睛的色彩。

二、教學目標：

語言知識目標：

1.(1) Learn some words about the colors:

black, blue, brown, pink, white, purple, red, green, yellow.

(2) Learn some other useful words and expressions:

look the same, both, color, their.

2. (1) Continue to talk about the people’s appearances:

① We both have black hair and black eyes.

② I have blond hair and blue eyes.

③ short black hair, long blond hair.

(2) Talk about the colors:

① —What color is it? —It is pink.

② —What color is his hair? —It is black.

③ —What color are his eyes?—They are brown.

語言技能目標：

能聽懂并識別各種不同的顏色，并能用英語描述各種顏色。

情感態度目標：

通過學習不同的色彩，培養學生熱愛生活、熱愛美的情感，并培養他們的觀察能力和概括能力。

學習策略目標：

本Section主要談論色彩，在教學時聯系學生的實際，利用他們身邊的實物等進行描述。從而讓學生形成把學習和生活實際聯系起來的學習習慣，培養任務型學習方法與技巧。

三、教學重、難點：

1a and 3

四、教學方法 ：

任務型教學法、自主探究法、小組討論法。體現“導學——自悟”新課程教學模式的套路和特色。

五、課時安排：

1課時

六、教具準備：橋昌睜

錄音機、課件、實物、圖片

七、教學過 程：

第一步：營造課堂氛圍，激發學生學習興趣。

1. Sing the song with motions: Head and Shoulders, legs and Feet.

2. Greetings between the students and me.

第二步：復習（幻燈片3、4）

1. Review some new words with cards.（單詞競賽）

2. (One by one練習，對Does she/he have…?句型進行復習) Example:

T: Does she have long hair?

S1: Yes, she does. Does he have short hair?

S2: No, he doesn’t. Does she have a big nose? Etc.

3. (1)(拿出彩筆，通過師生互動來學習新敏歲句型。)

T: OK. Now look here, I bring some pens today. They have different colors.

(呈現出一支白色的筆)

T: What color is it? (學生第一次不懂，馬上用漢語解釋，學生此時也會用漢語回答：白色。然后我再用英語重復。)

T: Yes. It’s white. (再次對同樣的筆重復提問。)

T: What color is it? Ss: It’s white.

(然后呈現不同顏色的彩筆。)

T: Good. What color is it?Ss: 紅色。

T: Yes. It’s red. What color is it?Ss: It’s red.

(板書新句型和新單詞。領讀，并讓學生熟讀。)

What color is it?

It’s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange.

(2) (句型與單詞讀完后，把全班分成男女兩大組，根據我所指的圖片進行問答。)（幻燈片5、6）

T: Boys and girls, listen carefully. Boys ask and girls answer. Example:

Boys: What color is it?Girls: It’s black.

T: Change please. Girls ask and boys answer this time.

Girls: What color is it?Boys: It’s red.

4. Let students look at the picture. Ask and answer in pairs. （幻燈片7）

第三步：操練

用幻燈片展示各國國旗，學生看著國旗進行四人小組活動：討論各國旗的顏色及所屬國家。鞏固 What color is …? It is … .這一句型及對顏色的識別。（完成4a）（幻燈片8）

第四步：呈現

1. (掛出1a的圖片進行問答。)

T: Now look here. Who is this boy? Ss: He is Michael.

T: Does he have long hair? Ss: No, he doesn’t.

T: What colcor is it? Ss: It’s yellow.

T: Yes, he has yellow hair. What colcor are his eyes?Ss: They are blue.

2. T: Good. Now please look, listen and answer my questions. （幻燈片9、10）

①T: Who is that boy? Ss:He is Yukio.

②T: Where is he from? Ss:He is from Japan.

③T: Does he have black hair and blue eyes?

Ss:No, he doesn’t. He has black hair and black eyes.

T: Well done! Now look at the blackboard and pay attention to the sentences.

That’s right.

We both have black hair and black eyes.

We have different looks.

3. Read 1a. Find out the difficult points.Explain and stress: look the same, both.

第五步：鞏固

1. T: Listen to 1a and repeat, then act it out in pairs.

2. T: Work alone: Finish 1b according to 1a.

(師生互動問答，鞏固新句型和新單詞。)

T: Where is Yukio from? Ss: He’s from Japan.

T: What color is his hair? Ss: It’s black.

T: What color are his eyes?Ss: They are black.

3. T: Finish 2. Draw pictures and then color them. Then look at the pictures in 2 and talk about them. Example: What color is his hair? It’s black.. What color are his eyes? They are brown. （幻燈片11）

第六步：練習（幻燈片11）

1. T:Now look at the pictures in 4b. Here are some people. They have different looks. Let’s talk about them together. Let’s begin with Picture 1.

T: What color is his hair?Ss: It’s black.

T:What color are his eyes? Ss:They are brown.

T:Very good.

(以同樣的方式練習Picture 2, Picture 3和Picture 4。)

2. (把全班同學分成兩大組，進行問答操練。)

T: Now Group 1 and Group 2 ask, Group 3 and Group 4 answer. Then exchange the roles.

G1、2: What color is his hair?G3、4: It is black. Etc.

3. T: Let me check your homework.(檢查學生“預習導綱”完成情況，給任務完成好的小組加分。)

第七步：綜合探究活動

1. 讓學生在紙上分別畫一幅人物頭部畫，然后根據我的描述給畫中的人頭涂顏色。Example:

Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc.

2. 讓學生用本節課所學知識將自己手中涂好顏色的人物頭部畫介紹給同學。（兩人小組活動）Example:

This is my friend. His/ Her name is … .His / Her nose is … . His / Her eyes are … Etc.

3. Sum up

(1) The key points in this lesson.

(2) The competition result.

4. Homework:

(1) Review the words of the colors.

(2) Make a similar dialog according to Section A 1a.

(3) Find how many colors in our classroom.

(4) Preview Section B(見Section B預習導綱)

仁愛版七年級上冊英語課件2

【教學思路】

先復習Topic1的見面問候語，接著導入“excuse me”， “What’s your name?” 和“My name is----- ”，呈現“I’m from---”， “Are you from---”and “Where are you from?”，鞏固1a和1b, 練習2a和2b，小結，最后布置家庭作業。

【教材分析】

本教材以學生為中心，倡導語言教學的交互性和實用性。它為學生提供了自然而有意義的語言環境。教材提供的對話不是讓學生機械地背誦，而是將其作為學生進行活動的范例，學生在活動中要根據語言使用的情況進行改編，從而培養學生的語言運用能力。

本節課內容以介紹為中心，了解他人信息，如姓名、國籍等。

【教學對象分析】

由于我們學校在城鎮的邊緣地帶（農村），學習成績好點的大多數到城里就讀了。留下的大多數要么不愛學習，要么基礎差，整個英語學習氛圍差。對習慣漢語交流的初中生來說，面對新教材感到很不適應，難以進入學習角色，覺得學習任務重、負擔重。特別是對一些需要強化記憶的英語學習內容，如單詞記憶和短文背誦等,學生會感到枯燥無味，雖硬著頭皮去學，但效果往往比較差。

I. Teaching aims and demands

●Learn some personal pronouns and possessive pronouns:

me, your, she, he,

●Learn some country names:

Canada, the U.S.A , Japan.

●Learn other new words and phrases:

excuse, excuse me, what, name, where, from, be from, the

●Talk about people’s names and where they are from:

(1)—Excuse me, are you Jane?

—Yes, I am.

(2)—What’s your name?

—My name is Sally.

(3)—Where are you from?

—I’m from Canada.

(4)—Is he/she …?

—Yes, he/she is./No, he/she isn’t.

Ⅱ. Teaching aids

A projector, a recorder

Ⅲ. Teaching procedures:

Step 1 Review（8mins）

Review greetings in Topic 1 by making conversations

1.(T: Good morning, everyone! Before learning the new lesson, I will ask a new student(Zhang Lu) to introduce herself. Then choose one student to greet the new comer and introduce the classmates to her .)

Model:

S1:Good morning! I am Zhang Lu. Nice to meet you. (To the whole class)

Ss: Nice to meet you., too.

S2:Hi, Zhang Lu. I’m Wang Qiaoli. Nice to meet you.

S1: Hi, Wang Qiaoli. Nice to meet you., too.

S2: Zhang Lu, this is Shen Cui. Shen Cui, this is Zhang Lu.

(T: Good! Come back to your seat. Thank you!)

2.The teacher stands beside a student, asking the questions to lead to “excuse me”.

Model:

T: Excuse me, are you Li Fen?

S1: Yes, I am. (Write down “Excuse me” on the blackboard)

Then the teacher stands beside another student, asking the questions with “excuse me”.

T: Excuse me, are you Zou Lei?

S2: No, I am not. I am Li Jun.

Let Ss practice the patterns over and over again, understand and grasp the meaning of Excuse me

Step 2 Presentation（10mins）

1.(T: Now, I will introduce myself.) Lead to “My name is----- ” and “What’s your name?”

T: My name is Huang Xiaohong. What’s your name?(Write it down on the blackboard)

S: My name is Zheng Qinhui. (Write it down on the blackboard)

(T: Please read after me together.)

2.(T: OK, please look at the screen.)The teacher makes self-introduction with different names by showing different pictures. Lead to sentence pattern of “I’m from--”(showing flashcards)For example:

Picture1

T: My name is Jane. I’m from Canada. (Show Jane’s picture)

Picture2

T: My name is Sally. I’m from the U.S.A.(Show Sally’s picture)

Picture3

T: My name is Yukio. I’m from Japan . (Show Yukio’s picture)

Use this way repeatedly to consolidate and master the structure of “I’m from---”,and write it down on the blackboard.

(T: Please read after me together.)

Ask students to learn and master the new words : Canada, the U.S.A., Japan.

3.Ask and answer between the teacher and students. Lead to “Are you from---”and “Where are you from?”

Model:

T: Are you from Canada?

S1:No,I’m not..

T: Where are you from? (Write it down on the blackboard)

S1:I’m from China.

Ask more students to help them understand the structure better.

(T: Please read after me together.)

Step 3 Consolidation（10mins）

1. (T: Now let’s listen to 1a and answer the following questions. But you only listen without looking at the book.. Are you ready?)

(1) Where is Jane from?(Teacher translates.)

(2)Where is Sally from? ( Teacher translates.)

Tape script

Sally: Excuse me, are you Jane?

Jane: Yes, I am. What’s your name?

Sally: My name is Sally. Where are you from?

Jane: I’m from Canada. Are you from Canada, too?

Sally: No, I’m not. I’m from the U.S.A.

2. (T: Open your books and turn to page 9.Listen to 1a again and follow it.. Imitate the pronunciation and intonation.)

3. (T:OK,I will divide the whole class into two groups of boys and girls to read 1a.Boys are Sally and girls are Jane .One ,two, start.----- Exchange!)

4. Finish the flashcards in 1b.

T: Now ,please make your own conversations in pairs according to 1a,using “What’s----?”and “Where-----?. I will choose some pairs to act them out .

You can practice like this:

S1:What’s your name?

S2: My name is---

S1:Where are you from?

S2: I’m from---

仁愛八年級英語課件ppt

仁愛版七年級上冊英語教案作為英語教師對課堂教學的一種預計和構想，在教學中占有十分重要的地位。下面是我為大家精心整理的仁愛版七年級上冊英語教案，僅供參考。

七年級上冊英語教案

Teaching Plan

Background information(背景知識):

Students: 52 Middle School students

Lesson duration: 45mins

Teaching contents(教學內容): Unit 2 Topic 1 I have a small nose. Section A

Teaching aims(教學目標):

1. Learn some new words:

(1)Learn words about parts of the head:

nose, eye, head, face, hair, ear, mouth, neck

(2)Learn some other new words:

guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,

2. Learn some useful sentences:

(1) I/You/We/They have…

(2) She/He/It has…

(3)---Do you have…

---Yes, I/We do. No, I/We don’t.

(4)--- I know.

--- You’re right.

3. Learn how to describe people’s appearances.

Teaching focus(重點)：words about parts of the head and adjectives of description

Teaching difficulties(難點)：The usages of have and has

Teaching procedures:(教學步驟)

Step1 Warm-up 第一步熱身

greeting

sing a song : Head and shoulders.

Step2 Review 第二步復習

(1) 通過復習，培養學生根據卡片信息芹歲進行簡單交流的能力。

(出示卡片上文字信息，師生進行互動問答。復習描述人的基本情況。)

Name: Jane

Age: 11

From: Canada

School: Beijing International School

Class: Nine

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name S1: Her name is Jane.

T: How old is she S2: She is eleven.

T: Where is she from S3: She is from Canada.

(2)(根據圖畫導入新內容。)

Step 3 Presentation 第三步呈現

利用簡筆畫教授人體部位的名稱，并在圖片的相爛首猛應位置板書單饑橋詞，然后領學生拼讀。

(2)(利用卡片，操練表示人體部位的名詞。)

T: Let’s look at this picture. What’s this S1, please. S1: Eyes.

T: How do you spell it, please S1: E-Y-E-S,eyes.

(以同樣方式操練其他表示人體部位的名詞。)

T: Nice work, boys and girls. (教學boy and girl)

(3) 通過對比圖片學習描寫人體頭部的形容詞(long hair, big eyes, small eyes, a round face…)

(4) (出示2a的教學掛圖，讓學生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose

Ss: Yes. It’s big.

T: Good. He has a big nose. Are they big, too Ss: No. T: Very good. They are not big. They are small. They have small noses and small eyes.

(以同樣方式操練其他四幅圖片。)

(5) (在熟練掌握人體部位和描述人體部位形容詞的基礎上，結合2a的教學圖片，讓學生操練形容詞+人體部位的短語，然后教授have和has的用法，進而過渡到完整的句子。)

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

Step 4 Consolidation 第四步鞏固

1. (小組競賽。限定時間要求學生書面完成2b。核對答案，并讓學生復述have/has的用法，最后讓學生齊讀這七個句子。)

2. (接龍游戲。教師根據自己的實際情況以第一人稱說一個句子，學生模仿練習。)

S1: I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

Step 5 Practice 第五步練習

完成1a，1b進一步幫助學生鞏固本課的功能項目，培養學生的聽說能力。

Sing a song

Step 6 Summary 第六步總結

Summarize the new words.

Summarize the grammar.

Summarize the useful expression

Step 7 Homework 第七步作業

(1) 預習Section B 的生詞

(2) 描述一位朋友的外貌。

七年級上冊英語知識點

一、48個國際音標及26個英文字母的正確書寫

要熟練掌握元音和輔音，5個元音字母(a, e, i, o, u),字母的正確占格及單詞間距。

二、be動詞的用法

be動詞有三種變形，分別是：am, is, are。記憶口訣：

“我”用am, “你”用are, is用于“他、她、它”;單數全都用is，復數全部都用are。

七年級英語定語從句辨析

[誤]I won't tell you the name of the person who teach me English.

[正]I won't tell you the name of the person who teaches me English.

[析]在定語從句中，關系代詞作主語時，從它本身看不出其數的形式，這時要由它的先行詞決定。這里who 應由 the person 單數決定，應該用單數謂語動詞。又如：I who am a student want to find a spare time job. 這里的 who 應與 I 是一致的，所以其謂語動詞應該用am。

[誤]We talked about the things and the people who we met during the Second World War.

[正]We talked about the things and the people that we met during the Second World War.

[析]這里的關系代詞不要用 who，因為其先行詞有兩個一個是 things (物)，而另一個是people (人)，這時既不可用 who，又不可用 which，因前者只能用于先行詞是人的情況下，而后者則用于先行詞是物的情況下，所以只能用 that，因為它的先行詞既可以是人又可以是物。

[誤]The book，that I bought yesterday，was very good.

[正]The book，which I bought yesterday，was very good.

[析]先行詞與定語從句被逗號分割開來時，即作為非限制性定語從句。在非限制性定語從句中 which，when，who，whom，where，when，whose 等都可以和限制性定語從句中的作用一樣，而獨有 that 不易用于非限制性定語從句。

[誤]The dictionary which I lent it yesterday is a very useful tool.

[正]The dictionary which I lent yesterday is a very useful tool.

[析]關系代詞在定語從句中是要起語法作用的，它不是作主語就是作賓語。雖然在作賓語時它的位置由原來的賓語位置移到了句首，但它的作用依然存在，而且在原賓語位置上不能再出現賓語。

[誤]The teacher I want to learn English from is the one which comes from America.

[正]The teacher I want to learn English from is the one who comes from America.

[析]the one，anyone，those 作代詞并且是指某人、物時，其關系代詞不能用 which 應用 who。